Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| TEACHING SOCIAL SKILLS in INTELLECTUAL DISABILITIES | - | Spring Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assoc.Prof. Ülkü TOSUN |
| Name of Lecturer(s) | Lect. Bora AKDEMİR |
| Assistant(s) | |
| Aim | Within the scope of this course, the following topics will be covered: defining social skills; the importance of social skills; benefits of social skills; learning social skills; elements of social skills teaching; methods used in teaching social skills; preparation for social skills teaching; planning social skills instruction; drafting social skills teaching; applications. |
| Course Content | This course contains; Recognizing social skill, components of social skill,Assessment of social skills ,Social Skills Learning Theories,Methods used in teaching Social Skills,Methods used in teaching Social Skills,Teaching with Video Modeling ,Activity Based Teaching Practices,Social Stories,Incidental Teaching,Embedded Teaching,Alternative Methods,Persistence and Generalization in Social Skills,Persistence and Generalization in Social Skills,Suggestions. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| At the end of this course, the student will be able to demonstrate the following knowledge and skills related to teaching social skills in ID: Defines social skills; Explains the importance and benefits of social skills; | 16, 6, 9 | A |
| Explains the elements of social skills teaching; Explains the points to be considered in social skills teaching; | 16, 6, 9 | A |
| Explains and exemplifies the methods used in teaching social skills; | 16, 6, 9 | A |
| Defines and exemplifies preparation, planning, teaching outline preparation and implementation for social skills teaching. | 16, 6, 9 | A |
| Teaching Methods: | 16: Question - Answer Technique, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Recognizing social skill, components of social skill | Vuran, S. (2017). (ed) Part1 (ss. 3-29) |
| 2 | Assessment of social skills | Vuran, S. (2017). (ed) Part 3 (ss. 53-80) |
| 3 | Social Skills Learning Theories | Vuran, S. (2017). (ed) Part 4 (ss. 30-52) |
| 4 | Methods used in teaching Social Skills | Vuran, S. (2017). (ed) Part 4 (ss. 81-106) |
| 5 | Methods used in teaching Social Skills | Vuran, S. (2017). (ed) Part 4 (ss. 81-106) |
| 6 | Teaching with Video Modeling | Vuran, S. (2017). (ed) Part 5 (ss. 123-154) |
| 7 | Activity Based Teaching Practices | Vuran, S. (2017). (ed) Part 6 (ss. 123-154) |
| 8 | Social Stories | Vuran, S. (2017). (ed) Part 7 (ss. 155-174) |
| 9 | Incidental Teaching | Vuran, S. (2017). (ed) Part 8 (ss. 175-192) |
| 10 | Embedded Teaching | Vuran, S. (2017). (ed) Part 9 (ss. 193-214) |
| 11 | Alternative Methods | Vuran, S. (2017). (ed) Part 10 (ss. 215-236) |
| 12 | Persistence and Generalization in Social Skills | Vuran, S. (2017). (ed) Part 11 (ss. 237-258) |
| 13 | Persistence and Generalization in Social Skills | Vuran, S. (2017). (ed) Part 11 (ss. 237-258) |
| 14 | Suggestions | Vuran, S. (2017). (ed) Part 13 (ss. 275-299 |
| Resources |
| Vuran, S. (2017). (ed). Sosyal Beceri Yetersizliği Gösteren Çocuklar için Sosyal Yeterliklerin Geliştirilmesi. Vize |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Able to express the theoretical and practical knowledge about general and special education and the knowledge of basic concepts, principles and theories about different disciplines contributing to this knowledge. | X | |||||
| 2 | Able to compare and contrats the key theoretical approaches in the field verbally. | X | |||||
| 3 | In different disciplines, develops, administers and evaluates the differentiated curriculum plans that the three factors of curriculum like content, process and product are differentiated according to the characteristics of students like the readiness level, interests and learning profile. | X | |||||
| 4 | By taking into consideration all the developmental areas (intellectual, physical, emotional, personality etc.), has the knowledge of holistic development of students and administers the necessary techniques to develop them in these areas. | X | |||||
| 5 | Within scientific framework, evaluates the theoretical and practical studies regarding the education of children with learning disabilities/difficulties critically and offers solutions. | X | |||||
| 6 | Takes responsibility individually or as a member of a group that consists of colleagues from various disciplines to bring solutions for complex problems encountered in practices regarding the education of students with learning disabilities and/or difficulties. | X | |||||
| 7 | In order to reach individual goals according to his/her learning needs, acquires the attitude of practicing lifelong learning principles. | X | |||||
| 8 | Follows the new developments about special education via professional activities like literature review, seminar, conference, and workshop. | X | |||||
| 9 | Uses Turkish accurately and effectively. | X | |||||
| 10 | With the awareness of social responsibility, makes activities concerning the education of children with learning disabilities/difficulties and develops projects for the social environment in which he/she lives. | X | |||||
| 11 | Knows the basic concepts and applies basic skills related to the profession. | X | |||||
| 12 | During all phases of his/her research and studies, besides showing characteristics of acting respectfully to the social, scientific, cultural and ethical values with the consciousness of national and international sensitivities cited in the National Education Basic Law, exhibits also a productive and innovative personality. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 2 | 28 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 1 | 5 | 5 | |||
| Term Project | 1 | 2 | 2 | |||
| Presentation of Project / Seminar | 1 | 20 | 20 | |||
| Quiz | 1 | 15 | 15 | |||
| Midterm Exam | 1 | 20 | 20 | |||
| General Exam | 1 | 20 | 20 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 110 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(110/30) | 4 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| TEACHING SOCIAL SKILLS in INTELLECTUAL DISABILITIES | - | Spring Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assoc.Prof. Ülkü TOSUN |
| Name of Lecturer(s) | Lect. Bora AKDEMİR |
| Assistant(s) | |
| Aim | Within the scope of this course, the following topics will be covered: defining social skills; the importance of social skills; benefits of social skills; learning social skills; elements of social skills teaching; methods used in teaching social skills; preparation for social skills teaching; planning social skills instruction; drafting social skills teaching; applications. |
| Course Content | This course contains; Recognizing social skill, components of social skill,Assessment of social skills ,Social Skills Learning Theories,Methods used in teaching Social Skills,Methods used in teaching Social Skills,Teaching with Video Modeling ,Activity Based Teaching Practices,Social Stories,Incidental Teaching,Embedded Teaching,Alternative Methods,Persistence and Generalization in Social Skills,Persistence and Generalization in Social Skills,Suggestions. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| At the end of this course, the student will be able to demonstrate the following knowledge and skills related to teaching social skills in ID: Defines social skills; Explains the importance and benefits of social skills; | 16, 6, 9 | A |
| Explains the elements of social skills teaching; Explains the points to be considered in social skills teaching; | 16, 6, 9 | A |
| Explains and exemplifies the methods used in teaching social skills; | 16, 6, 9 | A |
| Defines and exemplifies preparation, planning, teaching outline preparation and implementation for social skills teaching. | 16, 6, 9 | A |
| Teaching Methods: | 16: Question - Answer Technique, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Recognizing social skill, components of social skill | Vuran, S. (2017). (ed) Part1 (ss. 3-29) |
| 2 | Assessment of social skills | Vuran, S. (2017). (ed) Part 3 (ss. 53-80) |
| 3 | Social Skills Learning Theories | Vuran, S. (2017). (ed) Part 4 (ss. 30-52) |
| 4 | Methods used in teaching Social Skills | Vuran, S. (2017). (ed) Part 4 (ss. 81-106) |
| 5 | Methods used in teaching Social Skills | Vuran, S. (2017). (ed) Part 4 (ss. 81-106) |
| 6 | Teaching with Video Modeling | Vuran, S. (2017). (ed) Part 5 (ss. 123-154) |
| 7 | Activity Based Teaching Practices | Vuran, S. (2017). (ed) Part 6 (ss. 123-154) |
| 8 | Social Stories | Vuran, S. (2017). (ed) Part 7 (ss. 155-174) |
| 9 | Incidental Teaching | Vuran, S. (2017). (ed) Part 8 (ss. 175-192) |
| 10 | Embedded Teaching | Vuran, S. (2017). (ed) Part 9 (ss. 193-214) |
| 11 | Alternative Methods | Vuran, S. (2017). (ed) Part 10 (ss. 215-236) |
| 12 | Persistence and Generalization in Social Skills | Vuran, S. (2017). (ed) Part 11 (ss. 237-258) |
| 13 | Persistence and Generalization in Social Skills | Vuran, S. (2017). (ed) Part 11 (ss. 237-258) |
| 14 | Suggestions | Vuran, S. (2017). (ed) Part 13 (ss. 275-299 |
| Resources |
| Vuran, S. (2017). (ed). Sosyal Beceri Yetersizliği Gösteren Çocuklar için Sosyal Yeterliklerin Geliştirilmesi. Vize |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Able to express the theoretical and practical knowledge about general and special education and the knowledge of basic concepts, principles and theories about different disciplines contributing to this knowledge. | X | |||||
| 2 | Able to compare and contrats the key theoretical approaches in the field verbally. | X | |||||
| 3 | In different disciplines, develops, administers and evaluates the differentiated curriculum plans that the three factors of curriculum like content, process and product are differentiated according to the characteristics of students like the readiness level, interests and learning profile. | X | |||||
| 4 | By taking into consideration all the developmental areas (intellectual, physical, emotional, personality etc.), has the knowledge of holistic development of students and administers the necessary techniques to develop them in these areas. | X | |||||
| 5 | Within scientific framework, evaluates the theoretical and practical studies regarding the education of children with learning disabilities/difficulties critically and offers solutions. | X | |||||
| 6 | Takes responsibility individually or as a member of a group that consists of colleagues from various disciplines to bring solutions for complex problems encountered in practices regarding the education of students with learning disabilities and/or difficulties. | X | |||||
| 7 | In order to reach individual goals according to his/her learning needs, acquires the attitude of practicing lifelong learning principles. | X | |||||
| 8 | Follows the new developments about special education via professional activities like literature review, seminar, conference, and workshop. | X | |||||
| 9 | Uses Turkish accurately and effectively. | X | |||||
| 10 | With the awareness of social responsibility, makes activities concerning the education of children with learning disabilities/difficulties and develops projects for the social environment in which he/she lives. | X | |||||
| 11 | Knows the basic concepts and applies basic skills related to the profession. | X | |||||
| 12 | During all phases of his/her research and studies, besides showing characteristics of acting respectfully to the social, scientific, cultural and ethical values with the consciousness of national and international sensitivities cited in the National Education Basic Law, exhibits also a productive and innovative personality. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |